Programs
Minors and Endorsements
Certificates:
Faculty
Crystal Pauli, Associate Professor and Dean
Kristine Harms, Director of Field Services
Professor: Mark Hawkes
Associate Professors: Timothy Fiegen, Mark Geary, Gabe Mydland, Jennifer Nash, Haomin Wang
Assistant Professors: Scott Klungseth, Kevin Smith, Scott Staiger
Instructors/Lecturers: Josh Anderson, Katie Anderson, Stacy Anderson, Anthony Drealan, Gary Garner, Kari Hall, Steven Kissel, Daniel Klumper, David Moe, Sandi Steinhoff-Muller, Jennifer Munger, Kindra Schneider, Stephen Vassalorri, Amy Veenhof
Bachelor of Science in Elementary Education
Elementary education graduates are prepared to teach kindergarten through eighth grade. Students may take additional coursework to earn certification to teach kindergarten, or to coach athletics. Students may also complete additional coursework to earn minors in PK-12 Reading, K-12 Educational Technology and Elementary Education Mathematics.
Bachelor of Science in Elementary Education / Special Education
Elementary Education / Special Education graduates are prepared to teach kindergarten through eighth grade as either a classroom teacher, a K-8 special education teacher or a K-12 special education teacher. These elementary teachers possess the unique knowledge and skills needed to work effectively with children having special learning and behavioral needs and may serve children with special needs in inclusive and/or resource settings. Students may receive additional certification in kindergarten, or to coach athletics. Students may also complete additional coursework to earn minors in PK-12 Reading, K-12 Educational Technology and Elementary Education Mathematics.
Bachelor of Science in Exercise Science
The Bachelor of Science in Exercise Science is a professional degree designed to prepare students for a successful career in the fast-growing fitness and wellness industry. The flexible and interdisciplinary nature of the degree enables students to obtain an education that best meets their individual career goals, whether those goals are related to corporate and private fitness, community and hospital-based wellness and rehabilitation programs, or graduate studies.
Bachelor of Science in Education, Physical Education
The Physical Education Major for Bachelor of Science in Education prepares graduates to teach Physical Education in elementary, middle and secondary schools and provides the courses necessary for the K-12 Educational Technology Endorsement as well as in an additional minor of the student’s choice.
Bachelor of Science in K-12 and Secondary Education
Graduates of K-12 teacher education programs are prepared in either computer education or physical education. Secondary education graduates are prepared to teach in grades 7 through 12 in their content area major which may include biology, business, English, or mathematics. Supporting minor/endorsement programs leading to certification are available in 7-12 biology, 7-12 business, 7-12 chemistry, 7-12 history, literature and composition, 7-12 English: 7-12 speech/communication/drama, 7-12 marketing, 7-12 mathematics, elementary math, 7-12 physics, pre K-12 reading, 7-12 sociology, K-12 physical education, K-12 health, and K-12 art.
K-12 and secondary degree requirements are listed within the indicated academic colleges
College of Arts & Sciences
Biology Education 7-12
English Education 7-12
Mathematics Education 7-12
College of Business & Information Systems
Business Education 7-12
Computer Education K-12
College of Education
Physical Education K-12
Vision and Mission Statement, Core Values, Conceptual Framework, and Standards of the College of Education
The 1881 Dakota Territorial Legislature established Dakota State University to prepare teachers to help meet the needs of an emerging society - that of the western frontier. Dakota State University now prepares teachers to meet these new challenges and to lead the process of technological change in schools. Our graduates have the will, the expertise, and the vision to advocate for the paradigm shifts required of schools in the 21st century.
The College of Education has kept the best of its heritage and tradition in teacher preparation by continuing to meet the needs of a changing profession. As the profession faces the new demands the 21st century places upon society’s educational structures, the College recognizes its teacher education graduates must do more than simply prepare for the coming changes. Its graduates must be empowered to actively participate in shaping the changes that will characterize schools in the future.
Technology is one of the primary vehicles of change through which the teaching profession marshals its energy and collective wisdom to create the schools of the 21st century. Technology connects teachers and students to the global environment enabling them to imagine, create, evaluate, and solve problems even from distant locations. Teachers use computers to design instruction, manage classroom activities and resources, create lessons, prepare assessments, and perform tasks not yet envisioned. All Dakota State University teacher education graduates earn a certification in K-12 Educational Technology on their certificate due to the intense computing preparation they receive in their programs.
Vision
The vision of the College of Education is to prepare highly-qualified educators and be recognized in the state and nation for outstanding programs.
Mission
The mission of the College of Education is to guide undergraduate and graduate students through the process of acquiring and applying professional knowledge, skills, and dispositions with emphasis on integrating technology in the teaching and learning process to positively impact K-12 learning.
Conceptual Framework
Teaching: A Journey Worth Taking.
Teacher Education Program Standards:
Our teacher candidates will:
- understand the central concepts, tools of inquiry, and structures of the content/subject matter/disciplines they teach and be able to create learning experiences that make these aspects meaningful for learners.
- understand how children learn, construct knowledge, and develop, and be able to provide learning opportunities that support their intellectual, social and personal development.
- understand how learners differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.
- understand and use a variety of instructional strategies to encourage learners’ development of critical thinking, problem solving, and performance skills.
- use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
- use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
- plan instruction based upon knowledge of subject matter, the learners, the community, and curriculum goals.
- understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
- be reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents, and other professionals in the learning community) and who actively seek opportunities to grow professionally.
- collaborate with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
- understand the capabilities of technology, its impact on education and be able to integrate technology into the teaching and learning process.
Title II of Higher Education Act Reporting Requirements
Title II of the Higher Education Act includes reporting requirements directed towards establishing accountability for programs that prepare teachers. Institutions of higher education that prepare teachers must report to the state and to the public program information about the length of clinical experience, faculty-student ratio of supervision for clinical experience, and other supplementary contextual information about the teacher preparation program. This act also calls for states to establish criteria to assess the performance of teacher preparation programs including indicators of teacher candidate knowledge and skills and to identify low-performing programs of teacher preparation.
During the 2016-2017 academic year, 128 students were enrolled in teacher education programs at Dakota State University. A total of 179 students were enrolled in a supervised clinical experiences during the same year. These 179 students were supervised by a total of 26 supervisors for a 6.88 student teacher/faculty ratio. The College of Education at Dakota State University is accredited by the South Dakota Department of Education and the Council for the Accreditation of Educator Preparation.
Field Experiences
Beginning with the first professional education course, all education majors have a variety of experiences in area schools which allow them to experience the application of theories learned in their coursework. Field experiences are integrated into coursework throughout the program, increasing in concentration from structured observations to instructional decision-making. The program’s unique feedback process develops effective teaching proficiencies through professional assessments.
Professional education courses in all teacher education programs have a field-based component. Students who register for these classes are responsible to meet these requirements outside of the regular class meeting times. Students will be informed of field-based requirements at the beginning of each course through the course syllabus and additional information provided by the course instructor. Students must successfully complete the field-based component in order to receive course credit.
Requirements for Admission
Admission to Teacher Education
Admission to teacher education is required for all students expecting to complete a teacher education program leading to initial certification in any teaching field. Students must be admitted in order to enroll in any course in any upper level Professional education courses.
Submission of Application Packet
Admission to the teacher education program requires the submission of a formal application to the Student Assessment and Monitoring Committee, c/o College of Education. The application packet may be submitted after 32 semester hours of coursework and during the semester preceding the semester of enrollment in teacher education courses.
Requirements for Admission to the Teacher Education Program
All candidates for the Bachelor of Science in Education degree or for certification only must complete a major in a certifiable teaching area. The following requirements must be met:
1. Declare a major and minor if required. Students must meet specific requirements of the major/minor and should consult with the respective college to determine specific requirements.
2. A cumulative GPA of 2.6 or better with a minimum of 32 credit hours.
3. Complete courses in written communications, oral communications, and mathematics (ENGL 101 , SPCM 101 , and MATH 102 , or higher math class) with no grade less than “C”.
4. Complete the pre-professional courses (EDFN 338 , EPSY 302 , and SPED 100 ) with a “C” or better.
5. Successfully complete Praxis® Core Academic Skills for Educators tests in Reading, Writing, and Mathematics according to current established minimum scores.
6. Obtain signed recommendation forms from at least two faculty members. One must be from an instructor of either EDFN 338 , SPED 100 , or EPSY 302 . The other form must be completed by the student’s advisor.
7. Submit an electronic teacher education portfolio with all artifacts delineated in the Application to Teacher Education.
8. Sign professional conduct statement and a disclosure statement of convictions for certification in South Dakota.
9. Attend an Admission to Teacher Education session at the beginning of the semester of application
10. Verification of successful completion of 30 hours of community service.
11. Entry-level candidate interview conducted by one faculty member and a senior-level student.
12. All College of Education students whose native language is not English must demonstrate competence in English. This can be done by achieving a minimum iBT TOEFL score of 79 with a minimum Speaking scaled score of 22.
Notification of Application Status for Admission to Teacher Education Program
Upon review of application materials, the Student Assessment and Monitoring Committee notifies students in writing of their acceptance status. Admission applications are placed in one of four categories, as follows:
Admission: Applicants who meet all criteria are given this status and are granted immediate admission. Thereafter, students are free to enroll in the necessary professional education courses.
Provisional Admission: Applicants who do not meet all of the criteria, but who are currently engaged in completing the missing requirements, are granted provisional admission. At the time the appropriate documentation is submitted indicating deficiencies have been removed, the student is granted full admission to the teacher education program.
Denied: Students whose difficulties in meeting admission criteria are deemed severe are denied admission. These students are notified of the denied admission and referred to their adviser in order to develop a plan to correct the deficiencies. The student’s adviser submits an Advisee Plan of Action form to the Chair of the Student Assessment and Monitoring Committee. A completion date is included in the plan and the Chair of the Student Assessment and Monitoring Committee monitors the completion of the plan. Upon its successful completion, the student may then resubmit an application for admission. If the student fails to complete the plan, the adviser and Chair of the Student Assessment and Monitoring Committee help the student determine whether to continue to address the problem or to explore other alternatives.
Approval for Yearlong Residency / Student Teaching
The capstone of the teacher education program at DSU is the yearlong residency/student teaching experience which occurs during the final two semesters prior to graduation. During this capstone experience, the teacher candidate reconstructs and tests theory, applies it, and further develops a personal teaching style under the guidance of qualified personnel from DSU and the cooperating school districts. Teacher candidates are placed in districts in which the College of Education has formal partnership agreements. While students may request specific student teaching sites, locations for student teaching are influenced by the availability of host schools and faculty availability for supervision. The final decision for student teaching sites is made by the Director of Field Services. (Note: The SAM Committee makes decisions about out-of-area placement requests.)
Requirements for Admission to Yearlong Residency / Student Teaching
Candidates must file an application with the College of Education during the semester prior to student teaching.
To qualify for student teaching, candidates must meet the following requirements:
- Formal admittance into the teacher education program.
- A cumulative GPA of 2.6 or better.
- A 2.7 or better GPA in content major.
- Satisfactory completion of all coursework prior to student teaching.
- Satisfactory completion of all professional education coursework, with a “C” or better.
- Satisfactory completion of Level III Field Experiences based on an evaluation from the cooperating teacher and a recommendation from the assigned university supervisor.
- Successfully complete Praxis II Content Exam(s) in applicable certification area(s) according to current established minimum scores.
- Submit and gain approval of electronic portfolio (contents indicated in application materials).
- Request ADA accommodation if necessary. ADA students must submit recommendation from the ADA Committee to be admitted.
- Schedule an appointment with the Registrar to review the degree/program audit (computer record of status of completion of degree/program requirements which also identifies any outstanding coursework). Candidates may also complete the application for graduation during this appointment.
- Submit a disclosure statement of convictions for certification in South Dakota.
NOTE: Admission to Yearlong Residency / Student Teaching is required for enrollment in ED 488 , ELED 488 , SPED 488 and SEED 488 .
Teaching Certification and Licensure
Dakota State University (DSU) Educator Preparation Programs are approved by the South Dakota State Board of Education. Dakota State University is a regionally accredited post-secondary institution. All students completing Teacher Certification programs through Dakota State University will be recommended for an initial South Dakota Teaching License regardless of the
state in which they reside while completing the coursework. Therefore, out-of-state applicants will want to verify the licensure and certification requirements for their state of interest.
Students who successfully complete Educator Preparation Programs at Dakota State University are eligible to receive a recommendation for the applicable teaching certification in the State of South Dakota. All education graduates are encouraged to apply for South Dakota certification immediately upon completion of their degree.
Teacher education graduates may also be eligible for Dakota State University recommendation for certification in other states. Teaching certification/licensure requirements vary among states. Dakota State University cannot confirm the graduate will be immediately certified outside of South Dakota and is researching certification/licensure outside of South Dakota. If you are seeking certification or licensure, you will want to contact the appropriate governing body in your state. The U.S. Department of Education hyperlink will help you learn more about certification in your state: http://www2.ed.gov/about/contacts/state/index.html. Please contact the College of Education Office regarding licensure certification outside of South Dakota at 605-256-5177.
Certification Exams
Content Certification Exam:
Teacher education students making application to student teach must take the South Dakota state certification exam for the major(s) level of preparation in the semester prior to which they plan to student teach. These students must achieve the qualifying score on the content exam(s) prior to beginning student teaching. The Director of Field Services will announce the deadline for submitting the scores each semester.
Pedagogy Certification Exam:
Teacher education students must take the South Dakota state certification pedagogy exam in the final semester of student teaching and submit an official copy of the test scores including any subtest scores provided by the testing company to the College of Education in order to complete the teacher education program.
Cooperative Programs with South Dakota State University
Dakota State University and South Dakota State University have established cooperative programs for early childhood education majors from SDSU and elementary or elementary/special education majors from DSU. Options allow students from these institutions to receive certification, additional endorsement programs, and even second degrees to meet various individual needs.
An explanation of all the options in the agreement and lists of requirements and courses is available in the College of Education office.
